Connettivist scenarios and the design of learning objects for cognitive diversity

Abstract

Advances in technology and its growing presence in society and teaching-learning processes have led to the reformulation of the educational paradigm. This entails the establishment and identification of connections for the development of learning activities based on participation in specialized communities. In this context there is high connectivity between users and resources; individuals maintain their personal identity while knowledge is generated from the contributions of each member of a digital community. The design of Learning Objects (LO) becomes the starting point for creating new knowledge derived from network configuration. Thus, LO themselves are important interdisciplinary nodes incorporating the multiple learning experiences of users in many different contexts; they set learning in context and provide it with greater meaning. The creation of LO that adapt to cognitive diversity by responding to individual cognitive characteristics can enhance learning both at individual and network levels.

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